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The Internationalization Dynamics of Character Based Education Pandemic Dian Cita Sari; Ari Setiawan; Yuki Shiozaki; Khairunnas Rajab; Abu Yasid; Fariza MD Sham; Abdul Halim bin Ali; Makmur Harun; Sulaiman Dorloh; Azim A. Yuldashev; Muntaha; Mohd Kasturi Nor Bin Abd Aziz; Syahril Siddik; Siti Seituni; Nurul Azizah; A. Muammar Alawi; Dewi Maharani; Hajar Nurma Wachidah; Noorilham bin Ismail; A Hamid; Ummi Rasyidah; Mai Zunianti; Khairul Anwar; Afib Rulyansah; Rachman Sidharta Arisandi; Ezi Apino; Dedek Andrian; Ilham Tri Maulana; Felestin Felestin; Pipit Sari Puspitorini
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 3 No 1 (2021): October 2021
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v3i1.11117

The study aims to identify the manifestation of Character Based Education Pandemic in internationalization Dynamics. It also explore concept of character as a part of pandemic process throughout human life and investigate on how pandemic plays role in character. In order to meet the purpose of the research, the qualitative approached, as it is in line with this particular study which is descriptive in nature. In accordance with many of the previous theories regarding the character based education in pandemic, it is found that the application of Character Based Education Pandemic of internationalization dynamics to be a better character. Improvement and successful program indirectly derived from manifestation of the characteristics of Character Based Education Pandemic namely faith in oneself, the aspiration towards excellence, the tenacity to challenge themselves, the engagement of support from others, and the continuous deliberate practice. Through the act of character based education, internationalization dynamics will evolve toward the betterment and so will the organization.

Factors Influencing the Success of Students’ Learning through Online Learning/Distance Education : A Bibliometric Analysis of Scopus Database Agus Santoso; Heri Retnawati; Munaya Nikma Rosyada; Ezi Apino; Ibnu Rafi; Kartianom Kartianom; Aigul Dauletkulova
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10856

This study aims to examine the co-occurrence of several topics linked to factors that influence student learning success and explore the motor themes related to factors that influence student learning success. This study used the literature review method with data analysis using R Studio and VOSViewer software. Data analyzed were exported from the Scopus website from 2013 to 2023 of 383 documents. The research data analysis techniques used network mapping analysis of VOSviewer results (network visualization) and content analysis within the keywords and studies. The findings of this study presented the keywords (most frequent words, trending topics), co-occurrence network (thematic map and thematic evolution), and discussion of topics related to factors that influence student learning success. The basic themes identified were higher education and Covid-19. Meanwhile, gender and self-efficacy are motor themes that could be researched further as those can influence student learning performance in online learning. The findings of the bibliometric analysis were intended to reveal unique insights into the factors that determine student learning performance in distant learning and contribute to previously unexplored issues.

The Internationalization Dynamics of Character Based Education Pandemic Dian Cita Sari; Ari Setiawan; Yuki Shiozaki; Khairunnas Rajab; Abu Yasid; Fariza MD Sham; Abdul Halim bin Ali; Makmur Harun; Sulaiman Dorloh; Azim A. Yuldashev; Muntaha; Mohd Kasturi Nor Bin Abd Aziz; Syahril Siddik; Siti Seituni; Nurul Azizah; A. Muammar Alawi; Dewi Maharani; Hajar Nurma Wachidah; Noorilham bin Ismail; A Hamid; Ummi Rasyidah; Mai Zunianti; Khairul Anwar; Afib Rulyansah; Rachman Sidharta Arisandi; Ezi Apino; Dedek Andrian; Ilham Tri Maulana; Felestin Felestin; Pipit Sari Puspitorini
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 3 No 1 (2021): October 2021
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v3i1.11117

The study aims to identify the manifestation of Character Based Education Pandemic in internationalization Dynamics. It also explore concept of character as a part of pandemic process throughout human life and investigate on how pandemic plays role in character. In order to meet the purpose of the research, the qualitative approached, as it is in line with this particular study which is descriptive in nature. In accordance with many of the previous theories regarding the character based education in pandemic, it is found that the application of Character Based Education Pandemic of internationalization dynamics to be a better character. Improvement and successful program indirectly derived from manifestation of the characteristics of Character Based Education Pandemic namely faith in oneself, the aspiration towards excellence, the tenacity to challenge themselves, the engagement of support from others, and the continuous deliberate practice. Through the act of character based education, internationalization dynamics will evolve toward the betterment and so will the organization.

Deep-Rasch as an Alternative to Rasch Modeling under Assumption Violations and Small Sample Sizes Agus Santoso; Farit Mochamad Afendi; Timbul Pardede; Heri Retnawati; Ibnu Rafi; Ezi Apino; Munaya Nikma Rosyada
CAUCHY: Jurnal Matematika Murni dan Aplikasi Vol 10, No 2 (2025): CAUCHY: JURNAL MATEMATIKA MURNI DAN APLIKASI
Publisher : Mathematics Department, Maulana Malik Ibrahim State Islamic University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/cauchy.v10i2.36276

In certain situations, it may be challenging to fully exploit the advantages of modern test theory, including Rasch modeling and item response theory (IRT), when applied to real data. Although Rasch modeling tends to be more robust than IRT for small sample sizes, it still requires that the assumptions of unidimensionality and local independence be satisfied. In practice, these assumptions are often violated, which can lead to less accurate analyses and reduced validity of the results. Deep-Rasch, which integrates deep learning with Rasch modeling, has been proposed as an alternative measurement framework to overcome these limitations. This study examines the potential of Deep-Rasch as an alternative to Rasch modeling using student response data from 17 final semester examinations at Universitas Terbuka (UT), with sample sizes ranging from 33 to 11,504 students. Most examinations consisted of 30 multiple-choice items. The analyses showed that several datasets violated one or both assumptions of Rasch modeling. Nevertheless, Deep-Rasch performed comparably to conventional Rasch modeling in estimating item difficulty and student ability parameters, as well as in predicting student responses. Remarkably, for the smallest sample size (\emph{n} = 33), Deep-Rasch exhibited slightly better performance than Rasch modeling.

Equating high-stakes junior high school mathematics tests using various methods: Which method is the most advantageous? Sabarudin Sabarudin; Sri Yanto; Erna Andriyanti; Heri Retnawati; Ezi Apino; Ibnu Rafi; Sefina Triastuti
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.95819

A significant concern about test instruments comprising various test forms is the equivalency among those forms. When the test instrument is deemed "high-stakes," with results commonly utilized to ascertain students' passing status, the equivalence between test forms must be a paramount consideration. The goal of this study is to explain and compare the four approaches used to equate test forms in high-stakes arithmetic tests: mean-mean, mean-sigma, Haebara, and Stocking-Lord. The test used was the national mathematics exam for junior high school students, which had five sets of questions. There were 33,451 students who took the national test for junior high school in Indonesia and took part in the study. An equivalent groups design was used to establish equivalence. We used four equating methods: mean-mean, mean-sigma, Haebara, and Stocking-Lord, to do equating based on item response theory. All analyses were performed via R Studio. The study results indicated that the five test types employed in high-stakes mathematics assessments were quite comparable, with the Stocking-Lord technique yielding the most equal scores in comparison to alternative methods. We spoke about all the results and possible areas for future research.

Optimal number of response categories for a Likert-type questionnaire: A simulation study within the frameworks of Classical Test and Item Response Theory Neng Ida Soniawati; Ezi Apino; Heri Retnawati; Farida Agus Setiawati; Ibnu Rafi; Munaya Nikma Rosyada; Rezkilaturahmi Rezkilaturahmi
REID (Research and Evaluation in Education) Vol. 12 No. 1 (2026)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v12i1.95846

Likert-type questionnaires have been widely used in educational contexts with many types of response categories. The use of many response categories raises the question of the optimal number of response categories for a Likert-type questionnaire. This issue continues to be investigated by researchers, and the current findings present an inconsistent answer. This study aims to find the optimal number of response categories in developing the Likert-type questionnaire based on classical test theory (CTT) and item response theory (IRT) framework. The simulation design used 8 (number of response categories: 3- to 10-point scale) × 3 (number of items: 20, 25, and 30 items) × 5 (sample size: 100, 200, 500, 1000, and 5000) = 120 conditions. We generated a dataset for each condition for 1000 replications using WinGen 3 and randomly took 10 data points from each dataset to estimate its psychometric properties using the CTT and IRT analysis frameworks. The optimal number of response categories was determined based on the highest reliability coefficient, total explained variance, and information function values. Using the CTT analysis framework, the simulation results indicated that the 8-point scale is optimal for Likert-type questionnaires with 20 and 30 items and for all sample size variations. However, for questionnaires with 25 items, the 8-point scale is only optimal for sample sizes of 100 and 5000, while for sample sizes of 200 to 1000, the 10-point scale is more optimal. Using the IRT analysis framework, the simulations reveal that it is necessary to consider the number of items and the sample size to determine the optimal number of response categories. In this context, 8- and 10-point scales are generally more recommended for Likert-type questionnaires. The findings provide researchers with insight into the optimal number of response categories and the analytical model for developing a Likert-type questionnaire.

Construct validity and reliability of a high-stakes mathematics test for junior high school: A case from the Indonesian national examination Astutiati Astutiati; Muhammad Kusnun Muhsin; Raden Rosnawati; Heri Retnawati; Ezi Apino; Ibnu Rafi; Umi Farisiyah
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 30 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v30i1.95822

High-stakes tests are used to inform critical decisions concerning students, teachers, schools, and educational policies. Therefore, they must meet rigorous quality-assurance standards. One key approach to ensuring the quality of high-stakes tests is establishing construct validity and reliability. This study aims to prove the construct validity and estimate the construct reliability for a high-stakes mathematics test for junior high school students. This study uses response data from participants taking the national junior high school mathematics exam in Indonesia. A simple random sampling technique was used to select 300 samples. Data were analyzed using second-order confirmatory factor analysis with the help of the R program. The study results revealed four factors that make up the mathematical ability construct: number, algebra, geometry, and statistics. All manifest variables (18 indicators) confirmed a significant contribution. The model fit indicators are met (chi-square = 140.013, df = 131, p = 0.279, RMSEA = 0.015, CFI = 0.994, TLI = 0.993; SRMR = 0.039), so the construct measured in the high-stakes mathematics test is valid for measuring students’ mathematical abilities. Thus, the test construct has a reliability coefficient of 0.98, reflecting that the construct is reliable for measuring mathematical abilities.

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